Portfolio Activity Instructions

PORTFOLIO ACTIVITY INSTRUCTIONS:

NOTE: 1. Attach your finds and reports examples for this activity directly after this document. 2. Start each answer/response on a new page. 3. Start by mentioning the activity number and the instruction/question at the top of the page. 4. Remember to record you name and ID number on each page. 5. Confirm the work is your own, by signing each page in blue pen. Include acknowledgement to the resources (like internet sites) if used other that Trainyoucan Forum

Name & Surname: ID Number: ACTIVITY 1 Conduct an analysis to determine outcomes of learning for skills development and other purposes

CASE STUDY: SHOE BOX COMPANY Read through the case study on appendix 1, and answer the following Questions: 1.1) Identify the stakeholders’ interest in the results of the analysis. [Your response to this activity should be at least one full page long] 1.2) Provide a list of all resources that you need to ensure an effective analysis process [Your response to this activity should be at least 5 full pages long] 1.3) Prepare a questionnaire or interview questions that you will use to gather information. Attach a copy in the portfolio. [Your response to this activity should be at least one full page long] Ensure that you include the following Assessment Criteria in your response: a) Mentioning the scope and purpose of the analysis. b) Define the organisational requirements. c) Alignment of formal recognition of outcomes of learning. d) Form of analysis selected is appropriate to the skills area. e) Sources of information are identified to provide details of skills, knowledge and attributes required. f) Possible sources of information are identified and mentioned. g) Stakeholders with possible interest are involved for contribution. h) Notification is provided to participants. (times, venue and purpose) i) All resources needed. [AC 1,2,3,4,5,6,7,8,9,10,11]

Who will be my stakeholders involved in this process:

Stakeholder Reason

Name & Surname: ID Number: SKILLS DEVELOPMENT

Skills Development Act Skills Development Levy Act 1998 – Amended 2013 1999 The aim of the Skills Development Act is to improve the working skills of Under this act every employer in South Africa who; South Africans so that the economy can grow and all South Africans can live - Is registered with SARS (South African Revenue Services) for PAYE; a better life. The Skills Development Act changes the old way of vocational and training by introducing learnerships and skills programmes. - Has an annual payroll in excess of R500,000; - Must register with SARS to pay the Skills Development Levy The short supply of skilled staff is a serious obstacle to the competitiveness of industry in South Africa. The levy grant scheme, imposed by the Skills This monthly levy, equivalent to 1% of payroll, is mandatory for all Development Act, 1998, and the Skills Development Levy Act, 1999, aims to companies that pay PAYE or have an annual wage bill of R500 000 or more. expand the knowledge and competencies of the labour force. This levy is paid to the South African Revenue Services (SARS) who, after deducting a 2% handling fee, allocate the funds as follows: - 18% goes to the National Skills Fund (NSF) which approves and finances skills development and training projects at a national level, and 80% goes to the appropriate Sector Education and Training Authority (SETA).

Part of the Skills Development Facilitators (SDF) tasks is to assist organisations to comply with these acts. The SDF is also responsible among various other things to assist organisations to:

1) Update the organisation on possible legislation changes, 2) develop a workplace skills plan, 3) implement this in this organisation and 4) assist to submit this information to the relevant SETA.

Here some guidelines on information required by the SDF in order to complete these tasks.

Name & Surname: ID Number: Resources Purpose Received Comments

Name & Surname: ID Number: TRAINING PLAN Reason for this request: Date: Due date: Completed by: Special instruction: How this document should be completed:

Checklist √ X Reason for requesting this WHAT

Name & Surname: ID Number: ACTIVITY 2 Conducting the analysis

2.1) Explain the principles of the GAP analysis and complete a short presentation of 10min on how you would plan yourself to visit the Shoe Box Company during their first visit. (Obtaining all the information and interviews employees) [Your response should be at least one full page long) [Your response should be at least one full page long) 2.2) List the different methods that can be used to perform Training Needs Analysis. [Your response should be at least 2 full pages long) 2.3) List at least 20 things that should appear on a ONA/Training Needs Analysis document. 2.4) Create your own ONA/Training Needs Analysis document targeted at the supervisors of the SHOE BOX COMPANY. [Your response should be at least one full page long) You done this in the class 2.5) Choose your friends/workmates to assume the roles that you have identified above. Issue them with the questionnaires and/or interview them. Attach the evidence of the survey into the portfolio. You done this in the class [At least 3 different people should be interviewed for this activity on the document create in 2.4) Ensure that you include the following Assessment Criteria in your response: a) Clear definitions are provided to participants concerning the nature and purpose. b) Relevant stakeholders are involved and mentioned. c) What information is collected and recorded. d) Type of data collection methods used. e) Information is checked and verified for completeness, relevance and validity. f) Outcomes are realistic, current and fit for the purpose. g) Group process and dynamics are managed to ensure achievement. [AC1,2,3,4,5,6,78,9,10,11]

Name & Surname: ID Number: Your Presentation goes here?

Name & Surname: ID Number: Different methods that can be used to perform Training Needs Analysis

1 Needs Analysis Techniques

There are various sources to gather information and data concerning organisational needs.

Whatever type of data gathering technique is chosen for the identification of determining the organisation needs it must be reiterated that the information needs to be accurate and relevant.

The most common techniques for collecting information for organisation needs analysis is:

-to search current and active records and analysing the information from sources such as performance appraisals or training records;

-to interview individual's concerning their skills;

-to utilise group interviewing techniques;

-observing candidates in their workplace and determining their skills by observing them;

-or using specific information gathering tools such as the Delphi Technique or the Nominal group technique;

-using questionnaires;

-analysing competency assessments; and

-Document reviews. (Erasmus, B, Loedolff, PvZ; Mda, TI; and Nel, PS 2007: 319-320)

2 Searching Current and Active Records: Performance Appraisals

When conducting an ONA audit in the workplace one of the best places to obtain the necessary information for assessing the skills of learners is reviewing performance appraisals

— it is a good instrument for determining individual needs particularly with regard to training and development. Obviously the performance appraisals need to be accurate to utilise this data gathering source.

3 Interviews

One-on-one interviews are a very effective way of gathering information on employee needs and issues. Interviews are one of the easiest tools to use and are quick for gathering the relevant data that one needs. Interviews can either be done face-to-face or telephonically.

Interview questions should be prepared prior to the interview and structured in a way to correspond to a list of questions predetermined. Interviews allow information to be gathered directly but if information needs to be gathered from numerous people it could be very time consuming and not as effective of other manners in time utilisation.

Name & Surname: ID Number: Interviews are not just useful for gathering information from employees but also from various stakeholders. Stakeholder interviews can also be conducted, with senior managers, executives and outside clients. These interviews can complement the employee interviews, and provide authentic and realistic input into the data gathering process.

The interviews for an ONA should therefore be designed to build up a picture of employee's activities and working environments, which can then be used to determine how the ONA can provide greater assistance and support to the organisation.

Workplace observation is a very holistic technique that will identify patterns of work and environment issues that are impossible to gather using techniques such as surveys or focus groups. Workplace observation will also identify the resources that employees use to support their work. In general, workplace observation is a good way to provide a broader context for more detailed research, such as one-on-one interviews.

4 Observation

Observation incorporates both quantitative (quantitative research focuses on gathering large amounts of data in terms of percentages, averages and statistics — it focuses on short focused questions that can be answered simply usually by a grading system of 1-5 or similar technique) and qualitative (qualitative research is a searching type of research — trying to find out much as possible. The questions are in-depth and require responses that require in- depth thoughts on a particular subject)

In a workplace scenario observation is a good way to gather information for the ONA because the employee is able to be observed in their working environment and observing the employee is a good way to gather data.

In observation, it should be done in a manner that should be done in an inconspicuous manner where the person being observed does not see the observer directly observing them for more accurate analysis.

If used correctly this method is a direct method of obtaining facts, especially if a checklist or table observing the results is used. The disadvantage with this time of data gathering method is that the person being observed can change their behaviour when being observed.

5 Contextual Inquiry

Contextual inquiry combines interviews with observation. This is a combination of employee

Name & Surname: ID Number: interviews and workplace observation that involves exploring issues with an employee member, while situated within their normal working environment.

By conducting the interview 'in context', it becomes possible to see the resources used by employees when conducting work activities. The interviewer can also ask the employees member to show them how they complete specific activities within their work environment.

This technique is very effective at identifying issues with currently-available information sources and tools. Due to its focus on systems and information sources, however, it often provides less insight into broader cultural and business-process issues.

6 The Delphi Technique

The Delphi technique is a group decision-making technique designed to provide group members with each other's ideas and feedback, while avoiding some of the problems associated with interacting groups. The members of the group do not have to be face-to- face but are asked to respond to a questionnaire and send their responses to a coordinator.

Once all the questionnaires have been received from the members the coordinator then sends them to every member for review. Each member is allowed to comment and analyse the others comments and then participants either vote for the best solution or the coordinator comes up with a consensus of opinion based on all comments received from the participants. This technique is not that easy to administrator and it can be time consuming trying to gather and then resend all the information for review but it is a good qualitative data gathering information which can be used to make relevant decisions with regard to training needed in an organisation.

7 Nominal groups

Nominal groups are a group of individuals who are well versed about a particular subject and with an assistance of a convenor are asked to respond to various questions on a subject. The participants are asked to prioritise the ideas and suggestions by the group — in a ranking order. The convenor gathers the information and it allows all answers to represent the group's preferences and the group is also allowed to vote to rank or rate the responses.

Nominal groups can be asked to give their perspective on problems in an organisation, solutions to a given problem, job requirements or tasks, key competencies for a job, or issues facing the target population or organisation.

Name & Surname: ID Number: The questions asked of the nominal group should be clear and open to diverse views. Narrow questions will limit the value of the answers and compromise the results of the session. It is best to test the question on a few members of the target population to gauge their reaction and ensure that it will provide the desired type of response.

The usual format for nominal groups follows the following four steps:

Step 1: Silent generation of ideas: For a few minutes, participants work quietly and independently to answer the question in writing, generating as many ideas as possible.

Step 2: Round-robin reporting of ideas: A list of ideas is generated, as each person in the group provides in turn one idea from his or her own list.

Step 3: Discussion and clarification: In this step the participants discuss the ideas put forward, clarify their meaning and explain why they agree or disagree with them. No judgements are made at this point.

Step 4: Importance rating and prioritising: Members of the group prioritise the ideas.

8 Questionnaires

The questionnaire is a popular way to gather information with regard to training needs. The questionnaire uses a predetermined set of questions to be asked to the participants to determine their views on knowledge requirements. Questionnaires use open-ended or closed question. The advantage of questionnaires is that the questioner can determine the size of the sample, as well as determining how that data will be analysed and participants can answer the questionnaire in their time. It is also a way to confidentially discover what participants are thinking and feeling with regard to their training needs.

Most questionnaires use a combination of questions such as:

-Alternative choice questions

-Multiple choice questions

-Ranking questions

-Fill in the blanks

-Open-ended questions

It needs to be remembered should questions be asked in an improper way the desired answers will not be given and it can make the questionnaire irrelevant.

But when the questionnaire is used properly with well phrased questions, a questionnaire will

Name & Surname: ID Number: provide reliable information with regards to participants needs specifically with regard to training skills, problem areas, perceptions and attitudes as well as opinions.

9 Surveys

Surveys are commonly used throughout an organisation to gather the input of employees.

The advantage of surveys is that they can be quickly and widely distributed. But the disadvantage of surveys is that they are often not the most effective way of gathering meaningful results. Surveys are useful and are effective in determining current satisfaction levels but they are often not very useful in giving good concrete ideas on how to improve various aspects of the organisation.

It is important There Care must be taken when constructing survey questions. As much as possible, the questions should be specific, focusing on the recent experiences of the survey respondent, rather than on collecting broader opinions or perceptions about the site.

It is also important to communicate the results of the survey back to participants (and the organisation as a whole), and to be seen to act on the findings.

Surveys should never be used as the sole mechanism to gather employees input, and should always be complemented with other techniques. Where surveys can be of greatest use is in demonstrating the problems with the current site, if more support for an intranet redesign needs to be mustered.

10 Document Review

A document review of analysis is used to determine problems that might be linked to training and development in an organisation. This method is usually used in conjunction with other data gathering methods to clearly find out where the problems exist. The focus can be narrow because of the information needed.

11 Focus Groups

Focus groups are used to focus discussion on a particular topic in a group setting. The advantage of focus groups is that there is the ability to gather input from larger numbers of stakeholders. It is important however, that focus groups are handled carefully in order for them to truly glean meaningful results.

Name & Surname: ID Number: In focus groups, the group dynamic needs to be closely managed, to ensure that a small number of individuals do not try and take over the sessions. Wherever possible, employees at the same level should be involved in the focus groups because having a more senior employees involved can discourage more open discussions, and can reduce the amount of useful data that is gathered. An advantage of focus groups is that they are able to explore current issues and problems.

Name & Surname: ID Number: Thinks that should ONA/Training Needs Analysis.

1. Name of the Company 2. x 3. x 4. x 5. x 6. x 7. x 8. x 9. x 10. x 11. x 12. x 13. x 14. x 15. x 16. x 17. x 18. x 19. x

Name & Surname: ID Number: You done this in the class SKILLS ANALYSIS PROCESS Organisation: Date: Completed by: Learner name: Approved by: Department: Instructions on how to complete this document:

Skills Analysis Skills Priority Skills Confirmation Skills Development Function/Role Knowledge Skills Attributes D W M Y Analysis Outcome Possible Training Comments A E O E Techniques of Solutions Provider Analysis I E N A L K T R l

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Name & Surname: ID Number: ACTIVITY 3 Conducting the analysis

3) Draw up a skills matrix for the following levels in the department. a. Manager b. Supervisor c. Admin Clerk d. Graphic Designer NOTE: The outcomes should be written in precise and meaningful language. The outcome statements should be presented in the "active verb - noun" format. The matrix should be easy to interpret. After you have completed the matrix consult other key stakeholders regarding usefulness, relevance, validity and size of the proposed Outcomes. Document the changes of their input. Ensure that you include the following Assessment Criteria in your response: a) Must mention the outcomes and scope needed. b) How is the matrix evaluated or updated c) Outcome statements was approved by bodies / stakeholders d) Matrix allow for easy access and interpretation. e) Outcomes are clearly linked to the various roles. f) Outcomes describe the desire results of applying the skills and knowledge. g) Key stakeholders are consulted. h) Evidence of review and approval of matrix [AC12,13,14,15,16,17,18,19]

Name & Surname: ID Number: SKILLS ANALYSIS PROCESS

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Name & Surname: ID Number: ACTIVITY 4 4. Identify and briefly discuss the various forms of analysis that could be used in determining the outcomes of leaning. [Your response should be at least 2 full pages long

Ensure that you include the following Assessment Criteria in your response:  Matrix reflects the outcomes and scope needed and provide for endorsements.  Matrix is continually updated.  Matrix was approved by stakeholders or bodies.  Matrix allow for easy access and interpretation.  Outcomes are linked to various roles or disciplines.  Outcomes describe results of applying skills and knowledge, avoid methods and procedures.  Matrix are reviewed by stakeholders.

AC12,13,14,15,16,17,18,19]

CHANGE THE BELOW TEXT TO MAKE IT YOUR OWN

Once the research has been completed, the wealth of information gathered needs to be recorded into key findings and recommended actions. This stage is important because it records the actions, processes and procedures to facilitate further interpretation and validation of the analysis.

In general terms, the process involves examining the observations and discussions across all employees involved, looking for patterns.

For example, if all employees’ comment that their main source of news is via gossip or word- of-mouth, this clearly indicates that there is an issue with the internal distribution of corporate news.

9.1 Data Analysis Methods

The methods used for analysing data will depend on the method of collection. For example, if your analysis aims to identify strengths and weaknesses of a specific programme, you can start reading your data with these two categories in mind. The second rule is to re-look at your goals as you work through the entire analysis. This will stop you from getting sidetracked by interesting by not necessarily relevant information!

9.2 Analysing Qualitative Data

Qualitative information takes a lot of time and patience to work through, and there is no

Name & Surname: ID Number: standardised approach to data analysis. The process outlined below is generally followed, with some variations, depending on the focus of the analysis:

 Video or tape-recorded information is transcribed.

 Data is compiled neatly and in order.

 All data is read through carefully a few times.

 Data is categorised (arranged in meaningful and/or useful ways that will help with data analysis). The way in which this is done will depend on the type of analysis that will be done

(see below). Categories can be named by the researcher, or according to terms used by participants (e.g. "dislikes" and "likes"), or according to terms used in existing theories (e.g.

"primary needs" and "secondary needs").

Interpretational Analysis (Thematic or Content Analysis)

Data is examined for similar or key themes and patterns which emerge, or associations and causal relationships in the themes. These are used to help describe and explain the phenomenon being studied. For example: all employees who are dissatisfied with the programme work in the accounts department.

Structural Analysis

Data is examined for patterns in discourse (style of speaking and language use), text, events or other phenomena. No inference (assumption or conjecture) is made about the meaning of the patterns.

Comparative Analysis

Data is compared with other data to identify similarities and differences between it, in order to discover patterns. The findings of the analysis are drawn together and presented in a meaningful way.

9.3 Quantitative Analysis

Quantitative analysis techniques range from complex statistical analysis to simple counts such as percentages or the frequency of occurrence of something. A few simple techniques are discussed in this section. As with qualitative analysis, there is an initial process which helps prepare data for analysis:

 Copies are made of all data and master copies are stored safely.

 Information is tabulated (e.g. the number of rankings, yes and no answers, and ratings are added up for each question) and presented. This can be done to:

Name & Surname: ID Number: o Show specific values, using a table, e.g.: o Show specific limits. This is done using a bar chart, histogram or frequency polygon (which is used the least often).

 Show the relationship between variables. [Variables are characteristics or attributes of the study object (which can be a person, group, organisation, event, system, etc) which can vary, such as attitudes, beliefs, behaviours, price, management style, etc. Variables can be measured and compared to see if a relationship exists between them. For example: A research project aims to see if there is a relationship between a person's attitude towards the environment and the amount of office waste produced by that person. Attitude (towards the environment) and amount of office waste are the two variables (objects of study which will vary). The will both have to be measured in some way, and tabulated in a way which helps compare them to see if there is a relationship (or correlation) between them.]

 The tabulated information is then studied carefully and deductions are made which help explain, predict, confirm or test something (a theory, event, preference, etc).

 The findings of the analysis are drawn together and presented in a meaningful way.

9.4 Types of Findings

When analysing the results of the research, the intranet team is looking to identify:

 Main information sources and key information needs

 Major issues or problems impacting on employees' ability to do their jobs

 Key business processes requiring information support

 Opportunities for improving areas within the organisation

 frustrating business tasks or processes

Based on these findings, a range of strategic (longer-term) and tactical (shorter-term) recommendations can be made regarding the needs of the organisation.

In most cases, the solutions are obvious, once the problem has been clearly identified. In other cases, further research or planning may be required to determine suitable approaches.

9.5 Building a Case for Change

Needs analysis can be most useful when the need for change must be powerfully demonstrated. The results of the needs analysis should be used to 'paint a picture' of the current problems, the urgency of change, and how the issues can be resolved. This

'narrative' approach involves bringing the issues and experiences of front-line employees

Name & Surname: ID Number: directly into the executive boardroom. By exposing the day-to-day difficulties of employees, which are normally invisible, a powerful case can be made.

Name & Surname: ID Number: ACTIVITY 5 5. Identify the different sources of information that could be used in determining skills, knowledge and attributes required by people in relation to key roles and work processes. Also indicate the reason for including each source of information.

[Your response should be at least one full page long]

Ensure that you include the following Assessment Criteria in your response: a) Scope and purpose is defined.

b) Form of the analysis selected is appropriate

c) Possible sources of information are identified. (skills, knowledge and attributes)

d) Stakeholders involved.

e) Notification to participants

f) Resources required.

[AC1,2,3,4,5,6,]

Different sources of information that could be used in determining skills, knowledge and attributes.

Change the text below to make it your own.

Company Vision and Mission statement. (Including short term and long term goals)

Company registration detail.

Banking details.

Organisations organagram.

Staff compliment (employees on payroll only = part time and full time)

*Numbers

*Race Groups

*Gender

*Age >35 and <55

*Occupation Levels

Name & Surname: ID Number: Training Expenses

*Training Budgets

*Financial Expenditure

*Invoices

*Provide Accreditation numbers, BEE status.

Internal Audit Reports

*Executive summary

Occupation Health and Safety Incident Reports

Equity Meetings – Executive Summary

General Recommendations.

-Executive board

-Management

-Supervisors

-HR – Human Resources

-Performance appraisals.

Training Attendance Records.

*Attendance Records

*Certificates

*Invoices

*Minutes and meetings that included general training and feedback.

*Conferences and seminars

*Both internal and external records.

*Support training on new products or equipment.

*Any training that the organisation paid for.

Name & Surname: ID Number: ACTIVITY 6 6. Write a brief article on the matrix, by including the following answers in your topic.

 What is the importance of updating the matrix?  What is the policy or procedure in your organisation of updating similar documents such as the matrix?  Who do you think is responsible person in the organisation for updating the matrix?  How often do you think should the matrix be updated?  Where should the matrix be kept, maybe discussing the availability and access of the matrix to general staff in the training division?  Who should have access to the matrix?  Who should be involved in the review of the matrix?

[Your response should be at least 1 full page long]

[AC7,8,9,10,11]

What is the importance of updating the matrix?

What is the policy or procedure in your organisation of updating similar documents such as the matrix?

Who do you think is responsible person in the organisation for updating the matrix?

Name & Surname: ID Number: How often do you think should the matrix be updated?

Where should the matrix be kept, maybe discussing the availability and access of the matrix to general staff in the training division?

Who should have access to the matrix?

Who should be involved in the review of the matrix?

Name & Surname: ID Number: ACTIVITY 7

7.1) Explain the purpose of Learning Outcomes/Outcome Statement.

[Your response should be at least 1 page long]

7.2) What is the conventional way of presenting outcome statements to a client? (You may provide a short example)

[Your response should be at least 1 page long]

7.3) Refer to the case study of the shoe box company that will be participating for the first time in WSP & ATR submission, including skills development and possible Learnerships. Complete a swot analysis for the shoe box company on participating in skills development programmes in their organisation. At least 3 key area’s should be identified for each category of the swot analysis.

[Your response should be at least 1 page long] Ensure that you include the following “

 Assessment Criteria in your response:  Clear definition is provided to participants regarding purpose of outcomes.  Purpose is confirmed with stakeholders.  What information is collected.  Methods used to collect information.  Group processes and dynamics are managed to ensure the achievement of the workshop purposes

[AC12,13,14,15,16,17,18,19]

Purpose of Learning Outcomes/Outcome Statement

What is the conventional way of presenting outcome statements to a client?]

Name & Surname: ID Number: SWOT ANALYSIS

Name & Surname: ID Number: ACTIVITY 8 Explain the following terms in your own words:

8.1 Explain the outcome of an ONA gap analysis.

8.2 Explain the most common techniques for collecting information for an ONA and then list 5 other methods discussed.

8.3 When analysing the results of the ONA what are some issues that must be kept in mind and possible solutions to consider regarding the analysis of the results? Briefly explain.

The outcome of an ONA gap analysis

Common techniques for collecting information for an ONA

When analysing the results of the ONA what are some issues that must be kept in mind and possible solutions to consider regarding the analysis of the results?

Name & Surname: ID Number: